The document discusses the present continuous tense in English. It explains that the present continuous is used to talk about actions that are happening now or ongoing actions. It provides examples of affirmative, negative, and interrogative forms of the present continuous using the verbs "to run", "to swim", and "to do". It also lists common time expressions used with the present continuous such as "now", "at the moment", and "today".
This document provides examples and explanations of different English verb tenses including the present simple, present perfect, present continuous, past simple, past continuous, and future simple tenses. It demonstrates how to form sentences using each tense by providing examples of common verbs like "be", "drink", "draw", and "like" conjugated for different subjects and with positive and negative forms. Keywords and structures are also outlined for each tense.
This document provides information about forming sentences in the present simple tense in English. It discusses using the base form of verbs for third person singular subjects and adding "s", "es", or "ies". Negative sentences and questions are formed using the auxiliary verbs "do" and "does". Examples are given of affirmative, negative, and interrogative sentences in the present simple tense.
The document discusses the present continuous tense in English. It notes that the present continuous tense is used to describe actions that are happening now or ongoing. It provides the form of the present continuous as "to be" verb (am/is/are) + main verb + "ing". Examples are given such as "He is doing his Math homework at the moment" and "They are having dinner right now". It also discusses how to negate the present continuous with "isn't/aren't" and form questions with "is/are".
The document discusses the present progressive tense in Spanish. It explains that the present progressive is used to talk about actions that are happening now or often occur. It provides examples of how to conjugate regular -ar, -er, and -ir verbs in the present progressive by using the present tense form of "estar" plus the present participle, formed by adding "-ing" or "-ando" to the verb root. Finally, it shows full conjugations for the verb "to dance" in the present progressive tense in affirmative, interrogative, and negative forms.
This document provides instruction on using the present continuous tense in English, including its affirmative and negative forms. It gives examples of how to form sentences using verbs ending in "e" and monosyllabic verbs. Examples are provided of how the present continuous is used to describe temporary activities or actions happening now. Learners are given exercises to practice forming affirmative and negative sentences using example verbs and pictures.
The document discusses the simple present tense in English. It notes that the simple present tense is used for general actions, events, and states. It also discusses the use of auxiliary "do" for negative and interrogative sentences in the simple present tense. Finally, it provides examples of how to form the affirmative, negative, and interrogative forms of verbs in the simple present tense.
The document discusses the present continuous tense in English. It is used to describe actions that are happening now. Examples are provided of positive statements using the verbs "be" and "-ing", negative statements using "be", "not" and "-ing", yes/no questions using "be" and verb-ing, and wh- questions starting with "what" plus "be" and verb-ing. The present continuous is compared to past and future tenses.
The document discusses the present continuous tense in English. It explains that the present continuous is used to talk about actions that are happening now or ongoing actions. It provides examples of affirmative, negative, and interrogative forms of the present continuous using the verbs "to run", "to swim", and "to do". It also lists common time expressions used with the present continuous such as "now", "at the moment", and "today".
This document provides examples and explanations of different English verb tenses including the present simple, present perfect, present continuous, past simple, past continuous, and future simple tenses. It demonstrates how to form sentences using each tense by providing examples of common verbs like "be", "drink", "draw", and "like" conjugated for different subjects and with positive and negative forms. Keywords and structures are also outlined for each tense.
This document provides information about forming sentences in the present simple tense in English. It discusses using the base form of verbs for third person singular subjects and adding "s", "es", or "ies". Negative sentences and questions are formed using the auxiliary verbs "do" and "does". Examples are given of affirmative, negative, and interrogative sentences in the present simple tense.
The document discusses the present continuous tense in English. It notes that the present continuous tense is used to describe actions that are happening now or ongoing. It provides the form of the present continuous as "to be" verb (am/is/are) + main verb + "ing". Examples are given such as "He is doing his Math homework at the moment" and "They are having dinner right now". It also discusses how to negate the present continuous with "isn't/aren't" and form questions with "is/are".
The document discusses the present progressive tense in Spanish. It explains that the present progressive is used to talk about actions that are happening now or often occur. It provides examples of how to conjugate regular -ar, -er, and -ir verbs in the present progressive by using the present tense form of "estar" plus the present participle, formed by adding "-ing" or "-ando" to the verb root. Finally, it shows full conjugations for the verb "to dance" in the present progressive tense in affirmative, interrogative, and negative forms.
This document provides instruction on using the present continuous tense in English, including its affirmative and negative forms. It gives examples of how to form sentences using verbs ending in "e" and monosyllabic verbs. Examples are provided of how the present continuous is used to describe temporary activities or actions happening now. Learners are given exercises to practice forming affirmative and negative sentences using example verbs and pictures.
The document discusses the simple present tense in English. It notes that the simple present tense is used for general actions, events, and states. It also discusses the use of auxiliary "do" for negative and interrogative sentences in the simple present tense. Finally, it provides examples of how to form the affirmative, negative, and interrogative forms of verbs in the simple present tense.
The document discusses the present continuous tense in English. It is used to describe actions that are happening now. Examples are provided of positive statements using the verbs "be" and "-ing", negative statements using "be", "not" and "-ing", yes/no questions using "be" and verb-ing, and wh- questions starting with "what" plus "be" and verb-ing. The present continuous is compared to past and future tenses.
A presentation on the Present Continuous Tense for students who have already studied it before. It is a quick reminder of the most common uses, its form and some spelling rules.
The document discusses a sixth form front page on a school website. It likely contains information for students in sixth form such as program details, requirements, contacts and upcoming events. In 3 sentences or less, the summary highlights the document is about a sixth form section on a school website providing resources and updates for students in their final 2 years of secondary education.
The document discusses the present perfect continuous tense in English grammar. It explains that the present perfect continuous tense is used to describe an action that began in the past, continues in the present, and may still be ongoing or has recently stopped. It provides examples of forming sentences in the present perfect continuous tense based on various pictures, including "It has been raining" and "They have been travelling." It then prompts turning each example into a yes/no question using the present perfect continuous, such as "Has he been eating?"
The document provides information about using the present simple tense in English, including its use for habitual or repeated actions, spelling rules for the third person singular, and using adverbs of frequency. It discusses how the present simple is used with adverbs of indefinite frequency like always, usually, often, sometimes as well as definite frequency adverbs like every day, once a week. Examples are given for positive and negative sentences.
This document provides a lesson on the present continuous tense in English. It includes examples of sentences in the present continuous, such as "It is raining today" and "Jim and Julie are having a picnic." It discusses using verbs with "-ing" endings and time signals like "now" to indicate an ongoing action. Short exercises are provided for students to practice forming present continuous sentences and answering questions using the tense. Key aspects like subject-verb agreement and short answers are also reviewed.
This document summarizes the use of the present continuous tense and present perfect continuous tense in English. It explains that the present continuous is used to describe actions happening now or ongoing actions. It provides examples of affirmative, negative, and interrogative sentences. It then explains that the present perfect continuous describes present situations that began in the past and continue presently, and examples of using "for" and "since" with the tense are given.
This document discusses demonstrative pronouns and how to use them to indicate objects that are near or far. It explains that "this" and "these" refer to things that are near, while "that" and "those" refer to things that are farther away. It also provides examples of question and answer structures using demonstrative pronouns, such as "Is this a car?" and responses like "Yes, this is a car." or "No, those are not flowers."
This document provides information about and examples of the present simple tense and present continuous tense in English. It discusses how to form the affirmative, interrogative, and negative forms of these tenses. It also explains when to use each tense by describing the types of actions and situations they are used for, such as facts, habitual actions, temporary situations, and future arrangements. Examples are provided to illustrate the different forms and uses of the present simple and present continuous tenses.
The document discusses the present continuous tense in English. It provides the forms for positive sentences, negative sentences, yes-no questions, and Wh-questions in the present continuous tense. It then discusses four main uses of the present continuous tense:
1. To describe actions happening now.
2. To describe longer actions that are in progress now, even if not happening at the moment of speaking.
3. To describe changing situations over time.
4. To describe plans or arrangements for the near future.
The summary concludes by contrasting the present continuous tense with the present simple tense.
The document provides examples and explanations of how to use the present continuous tense in English. It discusses using verbs like "be" plus the "-ing" form of the main verb to talk about actions happening now. Short sentences are given as examples, such as "At the moment Alice is riding her bike" and "Mark and his brother are playing football." Affirmative, negative, and interrogative forms are shown. Finally, there are exercises matching verbs in the present continuous form with subjects to form sentences.
Present simple and present continuous moodleGorgona
This document provides information about and examples of the present simple and present continuous tenses in English. It defines auxiliary verbs, explains their uses, and provides the forms and usage of both tenses. For the present simple, it covers the affirmative, negative, and interrogative forms, as well as usage with habitual and general truths. For the present continuous, it similarly outlines the forms and discusses usage for ongoing actions in the present. Both tenses are contrasted through examples.
The document discusses the present progressive tense in Spanish. It explains that the present progressive is used to talk about actions that are happening now or often occur. It provides examples of using the present progressive with common verbs like "comer" (to eat), "bailar" (to dance), and "escribir" (to write). The present progressive is formed by combining the present tense of "estar" with the present participle of the main verb, which is created by adding "-ando", "-iendo", or "-iendo" depending on the verb type.
Present simple vs present continuous pptkatherlabra
This document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to describe actions happening now. Some clues that indicate the present simple are words like often, always, and never, while the present continuous uses words like now and at the moment. The document provides examples of affirmative, negative, and interrogative forms of the present continuous tense.
This document provides information about verbs and their classification. It discusses the different types of verbs including action verbs, stative verbs, verbs showing emotions, thoughts, senses, and possession. It explains the difference between transitive and intransitive verbs. Transitive verbs express an action directed toward an object, while intransitive verbs do not have an object. Some examples are provided to illustrate these verb types and exercises are included for practice in identifying verbs and whether they are transitive or intransitive.
The document provides information on present continuous tense and present simple tense. It discusses how present continuous is used to describe temporary actions happening around now while present simple describes general or repeated actions. It also lists verbs that can and cannot be used in continuous form, including state verbs versus action verbs. Examples are given to illustrate the different uses of present continuous and present simple.
Jeffery Shiwei Wang is a high school student in Beijing, China with extensive research experience and a proven record of leadership in charitable causes. He has conducted published research in electrochemistry and spectroscopy. As founder and organizer of the Beijing Student Charity Association, he coordinates volunteer activities among 29 high school clubs. Additionally, he has held leadership roles in his high school's Commonweal Club, organizing large fundraising events that have collectively raised over $23,000 for charitable causes. He maintains high academic achievement with a 4.0 GPA from a summer program at Northwestern University and multiple awards in physics and chemistry competitions.
Surat ini berisi permintaan perubahan data rinci seorang guru bernama Armaliza. Ia meminta untuk mengubah data jabatan dari Wakil Kepala Sekolah menjadi Kepala Laboratorium/Bengkel/Produksi dan mengubah data kepegawaian seperti tanggal mulai bertugas dan nomor SK penugasan. Surat ini disertai lampiran daftar perubahan data rinci dan ditujukan kepada administrator SIAP Padamu Negeri di Dinas Pendidikan Kabupaten Aceh Tengah
The document summarizes the key findings of KPMG's 2016 Global Automotive Executive Survey. 800 auto executives were surveyed from 38 countries. The survey found that executives now see connectivity and digitalization as the top trends disrupting the industry until 2025, overtaking growth in emerging markets. Alternative powertrains like hybrid and battery electric vehicles are also highly ranked trends. Vehicle manufacturers themselves ranked connectivity lower than suppliers and other stakeholders, showing they may be less prepared for changes compared to new entrants. The survey suggests the industry is shifting focus from traditional product-led concerns to increasing customer needs.
Build a Strong Sales Pitch When Selling InsuranceSalesScripter
This document provides guidance on building a strong sales pitch for selling insurance. It discusses making assumptions about prospects and salespeople, focusing the pitch on those who are a good fit, and using a multi-stage sales process with goals for each stage. It also covers identifying the value offered, common problems solved, composing qualifying questions, building interest, and addressing objections. The overall message is to center the pitch around prospects' needs by highlighting value, pain points, and credibility in order to qualify leads and progress them through the sales process.
Andrew Erlichson completed a MongoDB course on February 23, 2016 called M101N: MongoDB for .NET Developers. The course was offered by MongoDB, Inc. and the authenticity of the certificate can be verified online at the provided URL.
A presentation on the Present Continuous Tense for students who have already studied it before. It is a quick reminder of the most common uses, its form and some spelling rules.
The document discusses a sixth form front page on a school website. It likely contains information for students in sixth form such as program details, requirements, contacts and upcoming events. In 3 sentences or less, the summary highlights the document is about a sixth form section on a school website providing resources and updates for students in their final 2 years of secondary education.
The document discusses the present perfect continuous tense in English grammar. It explains that the present perfect continuous tense is used to describe an action that began in the past, continues in the present, and may still be ongoing or has recently stopped. It provides examples of forming sentences in the present perfect continuous tense based on various pictures, including "It has been raining" and "They have been travelling." It then prompts turning each example into a yes/no question using the present perfect continuous, such as "Has he been eating?"
The document provides information about using the present simple tense in English, including its use for habitual or repeated actions, spelling rules for the third person singular, and using adverbs of frequency. It discusses how the present simple is used with adverbs of indefinite frequency like always, usually, often, sometimes as well as definite frequency adverbs like every day, once a week. Examples are given for positive and negative sentences.
This document provides a lesson on the present continuous tense in English. It includes examples of sentences in the present continuous, such as "It is raining today" and "Jim and Julie are having a picnic." It discusses using verbs with "-ing" endings and time signals like "now" to indicate an ongoing action. Short exercises are provided for students to practice forming present continuous sentences and answering questions using the tense. Key aspects like subject-verb agreement and short answers are also reviewed.
This document summarizes the use of the present continuous tense and present perfect continuous tense in English. It explains that the present continuous is used to describe actions happening now or ongoing actions. It provides examples of affirmative, negative, and interrogative sentences. It then explains that the present perfect continuous describes present situations that began in the past and continue presently, and examples of using "for" and "since" with the tense are given.
This document discusses demonstrative pronouns and how to use them to indicate objects that are near or far. It explains that "this" and "these" refer to things that are near, while "that" and "those" refer to things that are farther away. It also provides examples of question and answer structures using demonstrative pronouns, such as "Is this a car?" and responses like "Yes, this is a car." or "No, those are not flowers."
This document provides information about and examples of the present simple tense and present continuous tense in English. It discusses how to form the affirmative, interrogative, and negative forms of these tenses. It also explains when to use each tense by describing the types of actions and situations they are used for, such as facts, habitual actions, temporary situations, and future arrangements. Examples are provided to illustrate the different forms and uses of the present simple and present continuous tenses.
The document discusses the present continuous tense in English. It provides the forms for positive sentences, negative sentences, yes-no questions, and Wh-questions in the present continuous tense. It then discusses four main uses of the present continuous tense:
1. To describe actions happening now.
2. To describe longer actions that are in progress now, even if not happening at the moment of speaking.
3. To describe changing situations over time.
4. To describe plans or arrangements for the near future.
The summary concludes by contrasting the present continuous tense with the present simple tense.
The document provides examples and explanations of how to use the present continuous tense in English. It discusses using verbs like "be" plus the "-ing" form of the main verb to talk about actions happening now. Short sentences are given as examples, such as "At the moment Alice is riding her bike" and "Mark and his brother are playing football." Affirmative, negative, and interrogative forms are shown. Finally, there are exercises matching verbs in the present continuous form with subjects to form sentences.
Present simple and present continuous moodleGorgona
This document provides information about and examples of the present simple and present continuous tenses in English. It defines auxiliary verbs, explains their uses, and provides the forms and usage of both tenses. For the present simple, it covers the affirmative, negative, and interrogative forms, as well as usage with habitual and general truths. For the present continuous, it similarly outlines the forms and discusses usage for ongoing actions in the present. Both tenses are contrasted through examples.
The document discusses the present progressive tense in Spanish. It explains that the present progressive is used to talk about actions that are happening now or often occur. It provides examples of using the present progressive with common verbs like "comer" (to eat), "bailar" (to dance), and "escribir" (to write). The present progressive is formed by combining the present tense of "estar" with the present participle of the main verb, which is created by adding "-ando", "-iendo", or "-iendo" depending on the verb type.
Present simple vs present continuous pptkatherlabra
This document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to describe actions happening now. Some clues that indicate the present simple are words like often, always, and never, while the present continuous uses words like now and at the moment. The document provides examples of affirmative, negative, and interrogative forms of the present continuous tense.
This document provides information about verbs and their classification. It discusses the different types of verbs including action verbs, stative verbs, verbs showing emotions, thoughts, senses, and possession. It explains the difference between transitive and intransitive verbs. Transitive verbs express an action directed toward an object, while intransitive verbs do not have an object. Some examples are provided to illustrate these verb types and exercises are included for practice in identifying verbs and whether they are transitive or intransitive.
The document provides information on present continuous tense and present simple tense. It discusses how present continuous is used to describe temporary actions happening around now while present simple describes general or repeated actions. It also lists verbs that can and cannot be used in continuous form, including state verbs versus action verbs. Examples are given to illustrate the different uses of present continuous and present simple.
Jeffery Shiwei Wang is a high school student in Beijing, China with extensive research experience and a proven record of leadership in charitable causes. He has conducted published research in electrochemistry and spectroscopy. As founder and organizer of the Beijing Student Charity Association, he coordinates volunteer activities among 29 high school clubs. Additionally, he has held leadership roles in his high school's Commonweal Club, organizing large fundraising events that have collectively raised over $23,000 for charitable causes. He maintains high academic achievement with a 4.0 GPA from a summer program at Northwestern University and multiple awards in physics and chemistry competitions.
Surat ini berisi permintaan perubahan data rinci seorang guru bernama Armaliza. Ia meminta untuk mengubah data jabatan dari Wakil Kepala Sekolah menjadi Kepala Laboratorium/Bengkel/Produksi dan mengubah data kepegawaian seperti tanggal mulai bertugas dan nomor SK penugasan. Surat ini disertai lampiran daftar perubahan data rinci dan ditujukan kepada administrator SIAP Padamu Negeri di Dinas Pendidikan Kabupaten Aceh Tengah
The document summarizes the key findings of KPMG's 2016 Global Automotive Executive Survey. 800 auto executives were surveyed from 38 countries. The survey found that executives now see connectivity and digitalization as the top trends disrupting the industry until 2025, overtaking growth in emerging markets. Alternative powertrains like hybrid and battery electric vehicles are also highly ranked trends. Vehicle manufacturers themselves ranked connectivity lower than suppliers and other stakeholders, showing they may be less prepared for changes compared to new entrants. The survey suggests the industry is shifting focus from traditional product-led concerns to increasing customer needs.
Build a Strong Sales Pitch When Selling InsuranceSalesScripter
This document provides guidance on building a strong sales pitch for selling insurance. It discusses making assumptions about prospects and salespeople, focusing the pitch on those who are a good fit, and using a multi-stage sales process with goals for each stage. It also covers identifying the value offered, common problems solved, composing qualifying questions, building interest, and addressing objections. The overall message is to center the pitch around prospects' needs by highlighting value, pain points, and credibility in order to qualify leads and progress them through the sales process.
Andrew Erlichson completed a MongoDB course on February 23, 2016 called M101N: MongoDB for .NET Developers. The course was offered by MongoDB, Inc. and the authenticity of the certificate can be verified online at the provided URL.
This lesson plan outlines a 45-minute lesson for a 10th grade class to learn the differences between innovation, invention, and discovery and how to use "why" questions to understand them. The lesson will involve reviewing previous topics, presenting the new topic, having students read from their textbooks and ask questions about the reading, and consolidating what they have learned to determine if they understand the key differences.
The document provides a lesson plan for a class of beginner English students. The lesson aims to develop students' speaking, reading, listening and writing skills. Students will review present tenses and vocabulary for describing interests and hobbies. They will then read about an exchange student named Mandy and answer questions about her profile. Finally, students will write their own personal profiles describing their basic information, activities, entertainment interests and sports to practice new vocabulary and structures.
1) The lesson plan is for a science teacher to teach a class of 35 students about distillation.
2) The students will learn about the process of distillation through demonstrations and by setting up their own distillation experiment. They will compare distillation to filtration as methods for purifying water.
3) By the end of the lesson, students should understand what distillation is, know how to set up a distillation experiment, and be able to cooperate with classmates on experiments.
The document discusses the simple past tense of the verb "to be" and provides examples of how to use it in sentences to describe actions that were completed in the past, such as "Shirley was in class all day yesterday." It then lists the simple past tense forms of the verb "to be" for singular and plural subjects and includes additional example sentences. Finally, it presents an exercise for the learner to practice changing sentences from present to past tense.
This document provides a lesson plan for teaching students about the visual grammar of film. The lesson introduces students to key film terminology by having them manipulate a paper "camera" to understand different shots and angles. Students then analyze film clips, identifying cinematic elements like shots and lighting. A second part of the lesson focuses on theatrical elements in film like costumes, sets and acting through analysis of additional clips. Surveys and note-taking sheets help students practice identifying and explaining the purpose of visual elements in film.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
This lesson plan aims to teach lower secondary school students in Thailand how to write the steps to make Kang Tai Pla (Fish organs sour soup). The 50-minute lesson uses brain-based learning and involves real food materials, pictures, and worksheets. Students will warm up by playing a smell identification game. They will then learn about Kang Tai Pla through pictures and explanations of the steps. Students will practice writing the steps and will break into groups to create new Thai food menus. The lesson wraps up with a review of Kang Tai Pla.
The document provides details of an English lesson plan for a 1st year secondary school class in Tierra del Fuego, Argentina. The 40-minute lesson focuses on giving personal information about celebrities. Students will develop reading skills by analyzing fact files about celebrities accessed through QR codes on their phones. They will develop writing skills by creating webs of personal information about the celebrities. Finally, they will work in groups to develop speaking skills by presenting the celebrity webs to the class. The teacher provides information on classroom set up, potential issues, language focuses, and assessment methods.
This lesson plan aims to teach phrasal verbs to low-intermediate ESL students over two 80-minute periods. It begins with an induction activity to assess students' existing knowledge of phrasal verbs. The teacher then introduces phrasal verbs and their usage through online grammar software. Students complete exercises in groups and individually to practice identifying and using phrasal verbs in context. They present their findings to the class for evaluation. The lesson concludes with a summary and introduction of an online discussion forum for further phrasal verb practice.
This lesson plan is for a 9th grade class of 40 students focusing on daily routines. The lesson will last 1 hour and 30 minutes. Students will learn about daily routines using present tense grammar. They will watch a video about daily routines, answer questions in groups, and write their own daily routine. They will also participate in an activity where they mimic animals and guess what they are, and end by asking each other questions about their daily routines.
This lesson plan introduces nouns and proper nouns to year 2 primary school students over 1 hour. The teacher will use online language sites to introduce nouns and proper nouns. Students will then practice identifying nouns on another site and building sentences using nouns. Finally, students will extract nouns and proper nouns from a short paragraph and build sentences with them. The teacher reflects that more engaging online activities would help students learn better.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
7. Unit 3 – Present Continuous and Present Simple 1 (I am doing and I do)
past futurenow
I am doing
Present Continuous (I am doing)
past futurenow
Present Simple (I do)
I do
The water is boiling The water boils at 100 degrees Celsius
What language are they speaking? Do you speak greek?
I am getting tired. I always get tired after lunch.
I’m living with some friends. I live in Manhattan.
Temporary Situations Permanent Situations
I always do (something) I’m always doing (something)
I’m always losing my keys.
= I do this very often, perhaps too often.
I always do my homework.
= I do it every time
8. Unit 4 – Present Continuous and Present Simple 2 (I am doing and I do)
when Think = believe, we do not use the continuous.
Some verbs cannot be used in a “continuous” way - we can’t say “I am knowing” or
“they are liking” - we say “I know” and “they like”.
like want need prefer
know realise suppose mean understand believe remember
belong fit contain consist seem
I think that is a great idea. ( not I’m thinking )
when Think = consider, we the continuous is possible.
Joanne is thinking about hiking the Andes. (= she is considering it.)
See, Hear, Smell and Taste normally use the Present Simple.
Do you see that man over there? (not Are you seeing) I can hear a strange noise. Can you hear it?
Look, Feel - we can use either the Present Continuous or the Present Simple to say how somebody looks or feels now.
You look good today. or You are looking good today.
He is selIish = He is generally selIish, noy only at this moment
He is being selIish = He behaving in a selIish way at the moment
We use am/is/are being to say how someone is BEHAVING
Sarah is very worried (not is being very worried)